Silva Isabel S, Cunha-Saraiva Filipa, Silvestre Sandra
Grupo Aprender em Festa, Gouveia, Portugal.
RECI-Research Unit in Education and Community Intervention, Instituto Piaget-ISEIT/Viseu, Viseu, Portugal.
Front Psychol. 2023 Jul 20;14:1163489. doi: 10.3389/fpsyg.2023.1163489. eCollection 2023.
Research has consistently shown the benefits of developing intervention programs in educational settings, enhancing the learning process and socioemotional skills. There is a growing investment in creating and supporting a healthy school environment, prioritizing learning through play. This study aimed to assess the acceptability and effectiveness of an innovative intervention approach-"Education in Action-ABALL1"-focused on promoting literacy and numeracy skills and socioemotional competencies of second-grade children.
A total of 113 children aged between 7 and 9 participated in the study and were allocated into two groups: intervention ( = 69) and control ( = 44). The intervention consisted of 24 educational games aligned with the mathematics and Portuguese curricula, applied for 3 months, twice a week; two self-report instruments were used to measure aptitudes for school learning and socioemotional skills, considering two assessment moments: before and after the program implementation. In addition, a focus group involving a subsample of children and teachers who followed the intervention in different school cohorts was carried out.
Our results suggested a positive effect of the program concerning children's academic skills, showing a significant improvement in terms of the pre-post-intervention scores in the intervention group (Cohen's = 0.95). Moreover, the qualitative findings also indicate the high acceptability of the program among children and head teachers, who reported a positive effect on the acquisition and consolidation of reading, writing, and arithmetic skills and on the promotion of teamwork, empathy, autonomy, and self-reflection.
Overall, the "Education in Action-ABALL1" program provides a promising intervention based on learning through play directly impacting second-grade children's academic, emotional, and interpersonal skills. Further studies are required to understand the transdisciplinary capacity of this intervention approach and its effectiveness at different school levels and curricula.
研究一直表明在教育环境中开展干预项目的益处，可增强学习过程和社会情感技能。在创建和支持健康的学校环境方面的投资不断增加，将通过游戏学习作为优先事项。本研究旨在评估一种创新干预方法——“行动教育 - ABALL1”的可接受性和有效性，该方法侧重于提高二年级儿童的读写能力、计算能力和社会情感能力。
共有113名7至9岁的儿童参与了该研究，并被分为两组：干预组（n = 69）和对照组（n = 44）。干预措施包括24个与数学和葡萄牙语课程相关的教育游戏，为期3个月，每周两次；使用两种自我报告工具来测量学校学习能力和社会情感技能，考虑两个评估时间点：项目实施前和实施后。此外，还对不同学校群组中参与干预的儿童和教师子样本进行了焦点小组讨论。
我们的结果表明该项目对儿童的学业技能有积极影响；干预组干预前后的分数有显著提高（科恩d值 = 0.95）。此外，定性研究结果还表明该项目在儿童和校长中具有很高的可接受性，他们报告该项目对阅读、写作和算术技能的获得和巩固以及团队合作、同理心、自主性和自我反思的促进有积极影响。
总体而言，“行动教育 - ABALL1”项目提供了一种基于游戏学习的有前景的干预措施，直接影响二年级儿童的学业、情感和人际交往技能。需要进一步研究来了解这种干预方法的跨学科能力及其在不同学校水平和课程中的有效性。
